Engagement Theory & Blooms Taxonomy

Ok so, I spent quiet a bit of time on this topic research and asking questions then research and ready some more however, i think i have done what i think is what was asked.


Firstly to have a quick brief on the Engagement Theory (Kearsley & Shneiderman, 1999)

• Emerged following time spent teaching student in electronic and distance educaiton
• Students must be engaged in learning activities through interaction with others in order to learn
• Uses technology to enhance the learning of students
• Uses the constructivist learning theory because when working with distance education student they have a variety of experiences that the student may have already had a large amount of knowledge about
• Incorporates activities that occur in a group context, are project-based and have an outside focus.

Secondly Blooms Taxonomy (http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive)

•          It identified different levels of complexity from simply to complex
•          3 domains of education
•  Cognitive (knowledge)
• Affective (attitude)
• Psychomotor (Skills)
•          Multiple layers of learning

Ok from here we were asked to put them together to be used when working through a unit of work (well i think anyways, that is how i interpreted it). This is what i came up with...(the blue is from Blooms Taxonomy and the Purple is from the Engagement Theory)

• Determine what type of class we are teaching, fully internal/distance education/electronic
• Engage the students in a class discussion regards to upcoming lesson
•  Can the student recall data or information on the topic
• Uses the constructivist learning theory because when working with distance education students they have a variety of experiences that the student may have already had a large amount of knowledge about.
• Does the student understand the meaning of the problem, get them to read it back to you in their own words
• Use the internet to research more about the meaning
• Can the student use the concept in a new situation.
• Can the student determine the organisational structure of an object by separating the material or concepts into component parts.
• Incorporates activities that occur in a group context, are project-based and have an outside focus.
• Can the student put parts together to form a whole, creating a new structure
• Cant the student explain, justify and make judgment about the value of ideas or materials.